Lesson 3
NYS COMMON CORE MATHEMATICS CURRICULUM
Lesson 3
Objective: Specify and partition a whole into equal parts, identifying and
counting unit fractions by drawing pictorial area models.
Suggested Lesson Structure
Fluency Practice

Application Problem

Concept Development

Student Debrief

Total Time
(12 minutes)
(10 minutes)
(28 minutes)
(10minutes)
(60 minutes)
Fluency Practice (12 minutes)
 Multiply by Six 3.OA.4
(10 minutes)
 Skip Counting 3.OA.4
(2 minutes)
NOTES ON
SPRINT AND SKIP
COUNTING:
Multiply by Six (10 minutes)
Materials: (S) Multiply by Six Sprint
Modify the routine to be finished with
both drills within 12 minutes.
Skip Counting (2 minutes)
Consider counting by sevens, eights, or
nines during the exercise stage of the
Sprint routine.
Skip count forward and backward by sevens, eights, and nines
without exceeding ten multiples of each number.
Application Problem (10 minutes)
Marcos has a 1-liter container of milk he is going to share with
his mother, father, and sister at dinner. Draw a picture to show
MP.2 how Marcos must share the container of milk so that all 4 of
them get the same amount of milk. What fraction of the milk
does each person get?
Lesson 3:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Specify and partition a whole into equal parts, identifying and
counting unit fractions by drawing pictorial area models.
2/7/16
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
5.A.21
Lesson 3
NYS COMMON CORE MATHEMATICS CURRICULUM
Concept Development (28 minutes)
Materials: (T) Rectangular and circle-shaped papers (S)
Personal white boards, marker for each student
T:
I have a rectangle. I want to split it into 4 equal units.
Fold the paper so that the parts are not the same size. Then
open it up to draw the lines where it was folded, and show the
class. Invite the students to notice the inequality of the parts.
T:
T:
S:
T:
S:
T:
S:
T:
S:
T:
NOTES ON
MULTIPLE MEANS OF
ENGAGEMENT:
Increase your wait time for responses
from ELLs and record student
responses of the unit fraction and
shaded amount on the board beside
the model.
Let me try again. (Fold it equally into 4 equal parts.)
How many total units did I split the whole into?
4.
What is each fractional unit called?
1 fourth or 1 quarter.
I’m going to shade in 3 copies of 1 fourth. (Shade in 3 units.) What fraction is shaded?
3 fourths are shaded.
Let’s count them.
1 fourth, 2 fourths, 3 fourths.
I have a circle. I want to split it into 2 equal parts.
Fold the paper so that the parts are not the same size. Then open it up to draw the lines where it was folded,
and show the class. Again, invite the students to notice and analyze the inequality of the parts.
T:
T:
S:
T:
S:
T:
S:
Let me try again. (Fold it into 2 equal parts.)
How many total units did I split the whole into?
2.
Good. What’s the fractional unit called?
1 half.
I’m going to shade in 1 unit. (Shade in 1 unit.) What fraction is shaded?
1 half is shaded.
Having established the meaning of equal parts, proceed to briskly analyze the following shapes possibly using
the brief sequence of questions mapped out with Shape 1:
Shape 1:
Lesson 3:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Specify and partition a whole into equal parts, identifying and
counting unit fractions by drawing pictorial area models.
2/7/16
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
5.A.22
Lesson 3
NYS COMMON CORE MATHEMATICS CURRICULUM
T:
S:
T:
S:
T:
S:
T:
S:
How many fractional units are there in all?
3.
What’s each unit called?
1 third.
How many units are shaded?
2 thirds.
Count them.
1 third, 2 thirds.
Shape 2:
NOTES ON
MULTIPLE MEANS OF
ACTION AND
EXPRESSION:
Some students may benefit from
manipulating concrete models
simultaneously as they work on the
pictorial level.
Shape 3:
NOTES ON
MULTIPLE MEANS OF
ENGAGEMENT:
Open-ended activities, such as
partitioning a whole into studentchosen fractional units, challenge
above grade level students.
Shape 4:
Repeat the steps and procedures with other shapes. Use more or fewer examples as needed.
T:
T:
T:
S:
T:
Now take out your white board, and we’ll try to draw a few shapes and split them equally into
smaller units.
Draw a rectangle and show a third. (Circulate while students draw.)
How many units do we have altogether?
3.
Shade in 1 unit. (Circulate while students draw.) What fraction is shaded?
Lesson 3:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Specify and partition a whole into equal parts, identifying and
counting unit fractions by drawing pictorial area models.
2/7/16
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
5.A.23
Lesson 3
NYS COMMON CORE MATHEMATICS CURRICULUM
S:
1 third.
Select a couple student drawings to show the class.
Repeat sequence to have students show 2 sixths of a
square, 3 fourths of a line segment, and other examples
as needed.
Problem Set (10 minutes)
Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment
by specifying which problems they work on first. Some
problems do not specify a method for solving. Students
solve these problems using the RDW approach used for
Application Problems.
Student Debrief (10 minutes)
Lesson Objective: Specify and partition a whole into
equal parts, identifying and counting unit fractions by
drawing pictorial area models.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers
with a partner before going over answers as a class.
Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process
the lesson.
You may choose to use any combination of the
questions below to lead the discussion.



What is the same and different about these
two problems?
What is the same and different about fair
shares of a jug of milk and fair shares of a
candy bar? (Though a fraction of a jug of milk
and a fraction of a candy bar is clearly
different, we might draw each of them by
drawing a rectangle.)
How can drawing fourths help you to draw
fifths well?
Lesson 3:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Specify and partition a whole into equal parts, identifying and
counting unit fractions by drawing pictorial area models.
2/7/16
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
5.A.24
Lesson 3
NYS COMMON CORE MATHEMATICS CURRICULUM
Exit Ticket (3 minutes)
After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you
assess the students’ understanding of the concepts that were presented in the lesson today and plan more
effectively for future lessons. You may read the questions aloud to the students.
Lesson 3:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Specify and partition a whole into equal parts, identifying and
counting unit fractions by drawing pictorial area models.
2/7/16
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
5.A.25
NYS COMMON CORE MATHEMATICS CURRICULUM
Lesson 3:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Lesson 3 Sprint
Specify and partition a whole into equal parts, identifying and
counting unit fractions by drawing pictorial area models.
2/7/16
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
5.A.26
NYS COMMON CORE MATHEMATICS CURRICULUM
Lesson 3:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Lesson 3 Sprint
Specify and partition a whole into equal parts, identifying and
counting unit fractions by drawing pictorial area models.
2/7/16
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
5.A.27
NYS COMMON CORE MATHEMATICS CURRICULUM
Name
Lesson 3 Problem Set
Date
1. Each shape is a whole divided into equal parts. Name the fractional unit and then count and tell how
many of those units are shaded. The first one is done for you.
The unit is 1 fourth.
2 fourths are shaded.
2. Circle the shapes that are divided into equal parts. Write a sentence telling what “equal parts” means.
3. Each shape is 1 whole. Estimate to divide each into 4 equal parts. Name the fractional unit below.
Lesson 3:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Specify and partition a whole into equal parts, identifying and
counting unit fractions by drawing pictorial area models.
2/7/16
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
5.A.28
NYS COMMON CORE MATHEMATICS CURRICULUM
Lesson 3 Problem Set
4. Each shape is 1 whole. Divide and shade to show a fractional unit of:
A half
A sixth
A third
5. Each shape is 1 whole. Estimate to divide each into equal parts (Do not draw fourths.). Divide each
whole using a different fractional unit. Write the name of the fractional unit on the line below the shape.
6. Charlotte wanted to equally share a candy bar with her 4 other friends. Draw Charlotte’s candy bar.
Show how she can divide her candy bar so that Charlotte and her 4 friends each get an equal share. What
fraction of the candy bar does each girl receive?
Each girl receives _________________________.
Lesson 3:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Specify and partition a whole into equal parts, identifying and
counting unit fractions by drawing pictorial area models.
2/7/16
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
5.A.29
Lesson 3 Exit Ticket
NYS COMMON CORE MATHEMATICS CURRICULUM
Name
Date
1.
______________ sevenths are shaded.
2. Circle the shapes that are divided into equal parts.
3. Steven wants to equally share his pizza with his 3 sisters. What fraction of the pizza do he and each sister
receive?
He and each sister receive _________________________.
Lesson 3:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Specify and partition a whole into equal parts, identifying and
counting unit fractions by drawing pictorial area models.
2/7/16
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
5.A.30
NYS COMMON CORE MATHEMATICS CURRICULUM
Name
Lesson 3 Homework
Date
1. Each shape is a whole divided into equal parts. Name the fractional unit and then count and tell how
many of those units are shaded. The first one is done for you.
The unit is 1 fourth.
2 fourths are shaded.
2. Each shape is 1 whole. Estimate to divide each into equal parts. Divide each whole using a different
fractional unit. Write the name of the fractional unit on the line below the shape.
3. An artist wants to draw a calendar on one sheet of paper to show each month of the year. Draw the
artist’s calendar. Show how he can divide his calendar so that each month is given the same space. What
fraction of the calendar bar does each month receive?
Each month receives _________________________.
Lesson 3:
Date:
© 2013 Common Core, Inc. Some rights reserved. commoncore.org
Specify and partition a whole into equal parts, identifying and
counting unit fractions by drawing pictorial area models.
2/7/16
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
5.A.31